Final Proposal PSY 510 final paper

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1 Final Proposal: Violence in Media and Video Games Christina Cintron SNHU

2 Introduction and Literature Review Since the advent of television, people have always been fascinated by the content that can be seen on the screen of their television sets. The exact same thing can be stated about movies and other forms of entertainment that are intended to leave people wanting more of the same thing. When our grandparents and parents were younger, the movies and programs on television that they first saw did not involve a lot of dramatic violence. Neither did the shows they watched on television. In addition to depictions of some of the most legendary criminals in the annals of history, they also included sequences from war movies, westerns, bank heist flicks, and other films from genres that are conceptually comparable. Even while many of the shows that were shown on television were violent in some way, they often just showed brief snippets of the actual act of violence before transitioning to another scene or topic that was somewhat less tense. These performances covered a wide variety of topics, from the hopes for the future held by some of history's most influential pioneers to the thrills of the wild west. Several of the speeches focused on the exciting history of the American frontier. When technology advanced to the point that it became possible to make movies and videos, we finally started to witness a change in the way graphic images of violence were presented for the general public to see on screen. This transition was long overdue. As the years went by, the violence that was shown on our television screens got more unsettling, powerful, and graphic, as well as more capable of upsetting the people who were watching these horrific scenes. This pattern has carried over into the present day as we go farther into the year 2022, and as a result, both the sights and the violence are growing increasingly unsettling. Before the shooting that took place at Columbine High School in 1999, episodes of violence in schools were relatively rare, and even today, it may be difficult to establish the underlying factors that contribute to events of this kind. On the other hand, in the years following that event, there have been about 200 shootings at schools, and the situation does not seem to be getting better in any way. When we see these patterns, we often find that we are left wondering what it is that is leading to their emergence. The most recent school shooting took occurred in Uvalde, Texas, and it highlights the

3 continued need to educate our children, parents, school administrators, and government officials about the dangers posed by gun violence. The shooting took place at a school. So many questions remain unanswered in light of this terrible event, and a great number of individuals are looking to mental illness and their own behaviors as potential answers for what happened. It is a good idea to check the individual's private routines, such as gaming and media consumption, to see if there is anything that may shed light on the subject of why incidents like these happen and will continue to take place. If there is nothing that might shed light on the topic, then it is not a good idea to study the individual's private routines. Problem Statement Before the introduction of television in 1927, people used to entertain themselves in the convenience of their own homes by listening to the radio for their favorite programs. The radio was the medium that was used to transmit the daily programming before the introduction of television. Not until 1927 was the first television ever created. With the passing of the years, not only did technology continue to improve, but at the same time, television programs evolved from being very family-friendly to becoming incredibly violent, with very few lessons to be learned from the stories that were told in these films. In addition, when movies, television programs, and even video games got increasingly violent, they were more accessible to children and young adults, and it became simpler for them to encounter these images on a consistent basis. This increased the likelihood that children and young people would be traumatized by these mediums. Because of this, there has been a rise in the total amount of graphically violent pictures that children and young people are exposed to on a consistent basis. Because of the constant rise in aggressive behavior among our children and even among adults, many different concerns have arisen in response to this issue. Having said that, during the whole of my investigation into the relevant literature and my interpretation of it, I have been concentrating on a single core concept. The violent pictures that a person sees on television, in the movies, or even in violent video games might have an effect on the person's perception of what constitutes violent behavior. If this is the case, what can be done to teach our children about these risks, and how can we continue to educate parents, school

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4 authorities, doctors, and even the media industry about the dangers of these violent photos that are presented throughout their programs, movies, and games? In the event that this is the case, what can be done to teach our children about these dangers? Also, what can we do to educate the media business about the hazards of these violent pictures that are shown throughout their programs, movies, and games? In addition, what can we do to educate the media industry about the dangers of these violent images? Literature Review Children are particularly vulnerable to being deeply influenced by the pictures, scenarios, and behaviors that are depicted in media such as movies, television shows, and video games. The increasing amount of violence, sexual material, and language appropriate for adults in today's media and video game programming continues to be a source of concern for many parents, and they continue to voice those concerns. On many instances, members of the medical community have voiced their concern on a problem of a similar kind. According to Walsh and Gentile (2001), many individuals feel that the portrayal of violence and the messages about sexual conduct may develop the views and values of the youngsters, and that these children will generally act on these principles as they get older. Additionally, many people believe that the representation of violence and the messaging about sexual conduct may influence the behavior of the youngsters. The primary objective of this inquiry was to evaluate various grading systems, namely those used for motion pictures, television programs, and video games. The research that was carried out in order to compile this report made use of a panel study as its foundation. Everyone who took part in this experiment used the Kid Score media rating system in order to rate various forms of media. The Kid Score system is a technique that evaluates various types of media, such as movies, television programs, and video games, based on a scale of 10 unique criteria. Examples of these forms of media include movies, television shows, and video games. One of these is the amount of sexually explicit content that is shown. Others include 1) the amount of violent content that is shown, 2) the representation of the violence that is shown, 3) the fear that the program may have caused in the children, 4) the amount of illegal or dangerous behavior that is shown, which includes depictions of drugs

5 and activities that, if imitated, could cause major damage or be illegal, and 5) the amount of sexually explicit content that is shown. 5) the amount of inappropriate language; 6) the amount of nudity; 7) the amount of sexual content; 8) the appropriateness of the show, films or games, between the ages of three to seven years of age; 9) the appropriateness of the show, films or games, between the ages of eight to twelve years of age; and 10) the appropriateness of the show, films or games, between the ages of thirteen to seventeen years of age (Walsh & Gentile, 2001). This system went through many stages of creation and refinement over the period of two years. At this stage, rating forms were scrutinized and improved upon via the use of focus groups in order to make them far more reliable. This study's sample size included 166 video games, 253 television programs, an additional 43 television shows that were selected to be analyzed for this study, and 276 movies. Additionally, a preliminary report that was conducted in 1998 looked at 210 television shows. This study's sample size also included movies. These shows and games were selected because of their widespread appeal, the fact that they have been sold to children, or the probability that they may be marketed to children in the near or distant future. Every parent participated in an introductory training session using the Kid Score system that lasted for five hours, and any further training that may have been necessary was also made available. The panels were divided up in such a way that each one consisted of five parents, and they were entrusted with the responsibility of giving input on each of the various forms of media. Parents were given the option to comment whether or not they were in agreement with the possible influence that these photos may have on children during the panel, which promoted five distinct points of view from the audience members. When it came to determining whether or not a product was suitable for children, most parents agreed with the rating systems that were in place (for example, R-rated movies, TV-MA related programming, and M-rated games). It is interesting to observe that when the legitimacy of the ratings given by the media is compared to the rating that the parents employed, there is a lovely alignment between the two. In addition to this, it was found that the ratings that were provided by the industry were far too lenient when compared to the ratings that were provided by parents for the identical things.

6 According to the results of this study, the process of assigning ratings to products created by the media plays a vital role in maintaining the continuous existence of creative and economic freedom while also assuring the continued viability of public health. This is the conclusion drawn from the findings of this research. The rating system does not now perform the job that is essential to protect our children from the possible harm that may be done if these rating systems do not become more severe and parents do not become better educated in what these systems truly entail (Walsh & Gentile, 2001). now, the rating system does not fulfill the function that is necessary to protect our children from the potential harm that may be done. At this time, the grading system does not adequately fulfill the function that is necessary to protect our children from the potential for damage that might be done. It has been believed for a long time that repeated exposure to violent material, whether it be in real life or in the form of entertainment, may have the ability to modify cognitive, emotional, and behavioral processes, which may ultimately lead to desensitization. This belief is based on the fact that frequent exposure to violent content has the potential to change cognitive, emotional, and behavioral processes. According to Funk et al. (2003), the primary goal of this research was to determine whether or not there are any connections between the violence that we see today and that which we see on our television screen and whether or not this violence might cause a person to become desensitized to violent situations. Another objective of this research was to determine whether or not the violence that we see on our television screen might cause a person to become desensitized to violent situations. For the purpose of this research, a medium-sized city located in the Midwest served as the site for the recruitment of one hundred fifty fourth- and fifth-graders from primary schools and childcare facilities located in the region around the city. In contrast to the childcare facility, which is part of the public school system, the primary school is a privately run, religiously oriented institution that is mostly Catholic. 122 kids in grades 4 and 5 made up the sample size, with 82 males and 68 females, and their average age was 10.99 years old. The students' ages ranged from 10 to 11 years old. Although a significant fraction (24%) of the participants were of African American heritage, the bulk of the participants (58%) were of

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7 European American descent. This gives us some information on the demographics of the area that this test was conducted in (Funk et al., 2003). It was found that the sample size of six persons included in the study had a little higher socioeconomic class and a slightly higher education level than the general population that resides in the city. This was one of the observations that was made throughout the research process. It was required that the total of four questionnaires be completed by each individual who participated in this study. They were a background questionnaire that covered demographics as well as a preference for media use and how much they access it, a survey with questions that covered real-life violence exposure across a wide variety of settings, an evaluation of children's attitudes toward violence, and a measurement of children's empathy. Both the background questionnaire and the survey with questions covered real-life violence exposure across a wide variety of settings. Only in the event that the parents offered their informed consent for their children to take part in this survey was it possible for the children to answer the questions. The children of the participants were examined at their respective schools in groups ranging from ten to twenty children at a time that was chosen by the head of the school or the administrator of the childcare facility. The evaluations took place at the same time. Funk et al. (2003) state that there was an investigator present in the classroom to answer any questions or concerns that the students could have had. Although the great majority of the students were successful in completing the questionnaire without experiencing any difficulties and with only little or no assistance, there were a few students who were unable to finish the second part of the questionnaire, which was two- sided. In all, there were 130 students for whom detailed data were compiled and analyzed. The findings confirmed what was hypothesized to be the case, namely, that playing violent video games was associated with a decreased capacity for empathy and an increased acceptance of violent behavior. This was the finding that the investigation led to as its conclusion. These findings provided further support for the concerns that have been raised concerning children's exposure to violent video games, particularly in the event that diminished empathy and a stronger proviolence attitude are markers

8 of desensitization to violence (Funk et al., 2003). According to the results of the research, it may be difficult for children to differentiate between pretend play and actual play that offers a danger of damage or death to another person. This is something that has to be stressed to parents and caregivers. The most notable weakness of this study was that it was unable to establish a direct relationship between the experience of being exposed to real-world violence and the amount of desensitization that was being evaluated. This was an important restriction since it was one of the primary goals of the study. In comparison to the criteria outlined by KIDSAFE, the researchers came to the conclusion that the children they investigated were only exposed to a modest level of actual violent behavior in their everyday lives. Because of this, it's possible that the researchers didn't get all of the results they were aiming for. According to Funk et al. (2003), there is a potential that the sample size was insufficient, which would have precluded the accomplishment of the results 7. This possibility occurs since the sample size was inadequate. At this point, we will begin looking at the consequences that exposure to violent content in the media has. One of the most important changes that has taken place between the 20th and 21st centuries is the expansion of the role that mass media plays in our culture and in our day-to-day life. According to Huesmann (2007), the lives of our children are being consumed on a daily basis by the new world in which we now find ourselves. This new world consists of things like radio, television, movies, videos, video games, mobile phones, and computer networks, and it is taking over our children's life. The impact of the extensive influence of mainstream media is having a tremendous effect on the attitudes, beliefs, and actions of our children. This is due to the pervasive influence of mainstream media. When used in the context of general inquiry, the word "media violence" refers to any visual representation of acts of aggression done by one human or human-like figure against another. This may include both real people as well as fictional characters. This term has continued to evolve over the years in such a way that it now characterizes the form of violence that is more likely to educate the viewer to become even more violent. Over the years, this definition has continued to grow in this manner.

9 About seventy-five years ago, there were a number of films that were produced that depicted violence of this sort, and there are even more of them now (for instance, M, The Maltese Falcon, Shane, Dirty Harry, Pulp Fiction, Natural Born Killers, Kill Bill,). According to this article, which was written at the same time that it was published, violent television programs started to become widespread in American homes around 55 years ago, and they continue to be common now (for example, Gunsmoke, Miami Vice, CSI, NCIS, MacGyver, and 24). This article was published at the same time that it was written. It was also pointed out that video games, internet displays, and mobile phones have become a part of the lives of children while they are growing up, and that the violence that has been portrayed on these things has become commonplace (for example, Grand Theft Auto, Resident Evil, and Warrior) (Huesmann, 2007). All of these things have become a part of the lives of children while they are growing up. The results of this poll indicate that the typical amount of time that children and teenagers in the United States spend watching television on a daily basis is somewhere between three and four hours. According to some of the most comprehensive study that has ever been carried out on the topic, more than sixty percent of the programs that children watch contain some sort of violence, and around forty percent of these episodes feature some form of significant violence. Children also devote a substantial portion of their time to the activity of playing violent video games, which make up the overwhelming majority of the titles available on the market today. According to study that was carried out in 2007 and released the same year, a growing percentage of parents are indicating that their children are spending less time playing outdoors and more time playing video games indoors in front of the television. It was found that there were 217 studies that were conducted and published between 1957 and 1990 that investigated the impact that young people who engaged in violent games or watched violent shows had on the general population's health. The years 1957 and 1990 covered the span of time when this research was carried out. The outcomes of these studies indicate that there is a correlation between being exposed to violent

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10 material in the media and participating in violent conduct oneself. This connection was shown to exist regardless of the kind of media consumed. This research was conducted with the intention of evaluating the efficacy of the program Beyond Blame: Challenging Violence in the Media (Webb & Martin, 2012). This program was designed to increase students' awareness of the impact that media violence has on society as well as the fundamental notion of media literacy that pertains to media violence. As part of our investigation into violence in the media, we are also looking at the educational programs that are now being used in schools to teach teenagers about violent behavior. This study was conducted during the school year 2007-2008 with the involvement of 1,693 kids who were in grades six through eight from a variety of school districts situated all around Southern California. The students were split up into three groups, and each of those groups studied a different treatment scenario: the trained instructor group, the untrained teacher group, and the control group. The investigation was conducted on a group that consisted mostly of Hispanic or Latino people. The intervention groups were similar to one another with regard to gender, but they were unique from one another with regard to race or ethnicity as well as grade level. Children who received the curriculum from either a certified or untrained teacher were significantly more likely to be of Hispanic or Latino descent (69% and 63% vs. 53%) and white (9% and 25% vs. 2%), and much less likely to be of African American or Asian descent (3% and 3% vs. 21%). The youngsters in the control group were instructed by an educated adult during the whole process. It is also essential to point out that the grade levels of the students in the intervention groups were different from one another. The reason for this is because Webb and Martin (2012) were unable to recruit and retain untrained teachers from any eighth-grade classroom they approached for their study. As a consequence of this, the grade levels of the participants in the intervention groups were all different. It is important that we should not lose sight of the reality that there are a number of elements that continue to contribute to the violent behavior of teenagers. There may be current or previous violence in the family, which may have been brought on by the use of drugs or by abusive conduct on the part of

11 parental authority. This may be one of the elements that contributes to the problem. This research demonstrates that having a strong understanding of the media is beneficial to educating children about the risks posed by violent content in the media. Furthermore, it may better assist them in making choices that will assist them in challenging the violent content that they see on either the large or the small screen. One of the characteristics of this research that adds to both its advantages and its drawbacks is the fact that it is difficult to retain the engagement of some of the instructors and the students who were enrolled in this research. This is one of the factors that makes it problematic to maintain the involvement of some of the students who were enrolled in this research. During the follow-up, students were also displaced, and students who completed the post-survey were more likely to have been a member of the training group. However, students who did not finish the survey were also lost. On the other hand, several pupils were disoriented during the follow-up. According to Webb and Martin (2012), the main reason why the majority of students did not finish the post-test was because their instructors withdrew from the research, which resulted in the loss of the classroom as a whole. This caused the students to feel as if they no longer had a supportive environment in which to complete the exam. The findings, after they were adjusted for losses to follow up, were the same as the initial results that they started with. This suggests that bias due to non-response may be an extremely small impact. Even with the losses that were made in the students and the instructors in the students, the findings were the same after they were corrected for losses to follow up. It has also been shown that children who are exposed to violent situations are at a greater risk of developing anxiety disorders. The extent to which our younger generation is exposed to violent content in the media is now a major source of concern with regard to the state of their general health. The average young person spends around 20 hours per week in front of the television, and 61 percent of television shows and 91 percent of films have some kind of violent material. As children go through childhood, adolescence, and into adulthood, the amount of time spent viewing increases to thirty hours per week on average. According to Madan et al. (2013), images of violence may contribute to heightened levels of anxiety by giving the idea that the

12 world is a more dangerous and corrupt place. This perception may lead people to believe that they are more at risk. It was also brought to light that anxiety may have an effect on functioning via the disruption of essential functions (like having difficulties sleeping and focusing) as well as the development of secondary illnesses (such having depressed symptoms or using drugs). The fact that exposure to violent material in the media becomes more of a problem in late adolescence is an extremely important point to bear in mind for all of us. Participants in a study were recruited from fundamental psychology courses offered at a university of average size. Participants were solicited and recruited directly from their respective classes. The total number of students in the sample was 209, and they all fell between the ages of 18 and 22. Furthermore, 75% of the students in the sample were female, while the remaining 25% were male. In this sample, there were persons of many different racial and ethnic origins to choose from. For this specific piece of study, a design consisting of a pre-test, a post-test, and a control group was chosen. (Madan et al., 2013) Participants in this study were randomly allocated to either the experimental group (n=104), which saw violent movie clips, or the control group (n=105), which viewed nonviolent movie clips. Those in the experimental group watched violent movie clips. Members of the experimental group saw snippets from violent movies. The study was completed by the participants during their own individual sessions, and at the conclusion of those sessions, they all signed their informed consent forms and were given copies of those forms. Following that, the participants were given some time to themselves to complete online questionnaires that measured their levels of anxiety as well as their prior exposure to media violence and real-life violence. (Madan and colleagues, 2013) After the participants in the study had been requested to say their prayers in silence for ten minutes as part of the research, they were then linked to cardiovascular equipment in order to create a baseline for future comparison. The participants were subsequently given a total of ten videos, five of which depicted violent acts and the other five depicting peaceful acts. Immediately after the completion of the last video, the participants were given the task of completing an

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13 anxiety test that was connected to the experiment. In order to prevent any unwanted effects on the clips themselves, the participants were shown a neurological clip as a way to wrap up the sessions. This was done in order to protect the integrity of the clips. When considering the advantages and disadvantages of this study, one of the disadvantages that jumps out is the fact that it only explored the immediate impacts of being exposed to violent material in the media. This is one of the disadvantages that shines out when evaluating the benefits and drawbacks of this research. As a direct consequence of the acts of this student, each student was subjected to about 11.5 minutes’ worth of exposure to video that had violent themes. A lengthier exposure may provide superior outcomes and have a bigger probability of offering much more depth to the results that they may be going for. This may be the case if the exposure is given for a longer period of time. It's possible that this is what they've been seeking for all along. The results of this study did indicate a possible link between seeing violent film material and experiencing greater levels of anxiety in late teens. This link was suggested to be causative. Primary Care interventions have also come into play as a result of the realization by medical professionals that there is a need to educate parents and other caregivers about the dangers of excessive television viewing for children, which is especially true in the context of violent programming. Primary Care interventions have also come into play as a result of the realization by doctors that there is a need to educate parents and caregivers about the risks associated with children watching excessive amounts of television. It has been shown that children who are exposed to violent material in the media are more likely to display aggressive behavior, get desensitized to violent material, suffer anxiety, melancholy, and have trouble sleeping. (Aragon-Neely et al., 2013) The American Academy of Pediatrics proposes that parents limit the amount of time that their children spend watching television and playing video games in order to address this issue and the unhealthy viewing habits of children. This recommendation comes as a response to a study that found that children who spent more time in front of a screen had lower IQs. The main objective of this study was to determine whether or not children's media viewing habits as well as

14 their amount of exposure to violent material may be altered by relatively brief interventions offered by primary care professionals. In this study, we are asking the parents of children ranging in age from 2 to 12 years old who were patients at a pediatric primary care clinic that was participating in a randomized controlled trial to voluntarily take part in the study. These parents could speak English or Spanish to their children. The first group watched five minutes of the Play Nicely show, while the second group was given a handout with the title "Pulling the Plug on TV Violence." In addition, there were two control groups that took part in the study; one of the control groups received the standard primary care, while the other control group watched television programs centered on the prevention of obesity. According to Madan et al. (2013), the outcome that was being evaluated was a parental report of changes in the media viewing habits of their children and to discover whether or not there was any change in the quantity of exposure to violent material. In addition, the researchers wanted to ascertain whether or not there was any change in the frequency with which the children were exposed to such content. Following the completion of the study project, a total of 312 of the 443 parents who were randomly selected took part in a follow-up survey that was conducted over the course of two weeks. When compared to the primary control group of parents, the parents who participated in the video intervention groups were more likely to report a shift in their children's viewing habits (Madan et al., 2013), as well as a reduction in their children's exposure to violent media. This was the case even though the main group of parents served as the control. On the other hand, parents who got the handouts were able to report a change in their children's viewing habits. This was reported by both the children and the parents. This research has shown that even short interventions delivered by primary care providers may have an impact on the media consumption patterns of youngsters. This may be accomplished by educating parents and other caregivers about the risks posed by violent content on television and the need of encouraging children to spend less time in front of the television and more time playing outside (Madan et al., 2013). This research was carried out by Madan and his colleagues, and it was published in 2013.

15 As I made my way through this study, one of the features of this research that stood out to me the most was the use of an alternate control group. On the other hand, the fact that this research was carried out is one of the most major negatives of the whole thing. This non-traditional control group watched documentaries on how to maintain a healthy weight. The material that was presented also included a recommendation to parents that they limit the amount of time their children spend in front of electronic displays. Expanded preventions were shown to be helpful, and the educational programs that were suggested to the parents of the children who took part in this study did help to increase the quantity of screen time that the children participated in. One of the types of research that was looked at looked at the connection between the consumption of violent media and the aggression of black college students. This was one of the studies that was looked at. (Williams et al., 2017) carried out a study that centered on one hundred Black college students who were currently enrolled in a Historically Black College or University that was located on the east coast of the United States. These students were all from different parts of the United States. These schools were often referred to as HBCUs. This study laid the groundwork for further research examining the links between students' exposure to violent media and aggressive behavior at Black colleges and universities. The gathering of the data took place over the course of a period of four weeks. Before taking part in the test, the participants were given an explanation of the goals of the research, and they were needed to read the informed consent forms in their entirety and offer their signatures before taking part in the study (Williams et al., 2017). Before taking part in the test, participants were required to read the informed consent forms in their entirety and supply their signatures. After all of the paperwork had been filled out and signed, the participants were given a package to complete that contained questions about their demographics as well as a questionnaire that enquired about the forms of media they often consume. After the participants had finished the package, it was returned to the researchers. Following that, another questionnaire that focused on aggressive behavior was sent to those who participated in the survey. After

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16 these were completed, the information that had been gathered was loaded into IBM's Statistical Package for Social Science (SPSS) Version 18.0 so that it could be analyzed (Williams et al., 2017). The outcomes of the study indicated that there is a connection between greater levels of violent behavior and the amount of exposure to media violence that Black young people have. This is also in line with the results of a prior research, which revealed that Black young people with aggressive dispositions seem to have relationships that are stronger. This is also consistent with the findings of the previous study. This poll also found that college students, emerging adults in general, as well as Black college students, are significant consumers of media that shows or involves violent actions. This is especially true of media consumed on mobile devices. In spite of the limits of this research, it would be interesting to compare the findings of this study to those of other ethnic groups in order to assess the degree of accuracy that a study of this sort may reach (Williams et al., 2017). In spite of the limitations of this research, it would be interesting to compare the results of this study to those of other ethnic groups. This study had a narrow focus, since it was only concerned with analyzing how young people of African American heritage were influenced by being exposed to violent content in the media. This was a major shortcoming of the research, unfortunately. In order to move this study further, it is necessary to conduct a more in-depth investigation of the opinions that college students have about issues of race and ethnic culture. Without making a comparison of how young people of different races, such as White or even Hispanic, are impacted by media violence, this test was extremely one-sided and may cause prejudice among the academics who are reading this research. Young people are continually exposed to a considerable amount of violent material on a daily basis, whether it be via the video games they play, the television shows they watch, or the things that they may witness or experience in real life. This is the case because of all of these factors. It was anticipated that in 2014, the average 18-year-old would watch around 6,000 violent acts shown on television and in movies over the course of a single year. These figures were based on projections made in 2013. (Mrug et al., 2014) This study focuses on late teens and emerging adults between the ages of 18 and 22 and their

17 exposure to violence in the community as well as the passive violence that they encounter on their television screens. The community violence that they experience may be physical or verbal. This research focuses on late adolescents and emerging adults, despite the fact that exposure is a cause for concern during the whole of the teenage years. Participants for this study were recruited from students enrolled in introductory psychology classes at a public institution in the southwestern United States that is of modest size and is located in a metropolitan area. The Southwestern region of the United States is home to the institution. The ethics committee of the university has granted its approval for the continuation of this project. According to Mrug et al. (2014), the sample included 209 students who ranged in age from 18 to 22 years old, with a mean age of 18.74 years, a standard deviation of.91 years, and a range of ages from 18 to 22 years. The sample was made up of students who were female 75% of the time and male 25% of the time. Students coming from a much larger variety of racial and ethnic origins were given the opportunity to take part in the study project due to the fact that the sample size comprised a diverse representation of each of these groups. The Community Experience Questionnaire served as the instrument for the students to utilize in order to ascertain whether or not they had been exposed to violent incidents throughout their lives. This specific analysis of the experience of witnessing violence included fourteen distinct factors, and it was an analysis of real-life encounters with violence. This might be inquiries such as "How often have you seen someone get hit, slapped, or punched?" or perhaps "How often has someone tried to break into your home or forced their way into your home?" (Mrug and co-workers, 2014). This study used the General Aggression Model (GAM) which integrates social aspects, individual cognition, individual development, situations, and other factors to explain the impact on individuals’ aggression. This model provides a good theoretical framework for researchers to further explore the mechanisms of media violence and aggression (Han et al., 2020). This study

18 helped to verify the GAM regarding the long-term effect of media violence exposure on aggression and it explored the relationship and mechanism between media violence exposure and the aggression for the anger that may come from watching violent TV shows and movies (Han et al., 2020). The advantages and disadvantages that were present in this study showed the need for more study on displaced aggression, which is of great value and significance to help explain reactions that many people have to real-life violence in comparison to the violence that they see on the television screen and in the movies that they are watching today. The biggest thing that has started to rise over the last few decades is the use of computers and cyber violence continues to rise each year. As we look at cyber violence, we need to look at what we know and where we go from here (Peterson & Densley, 2017). This research articles primarily looks at the existing articles and data that exist right now around cyber violence. Cybercrime continues to rise, and many can create violence online without leaving the comforts of home, and this has created a new way to harm without even seeing the person that you are attempting to hurt. In this research, the General Aggression Model, or GAM, was used to explain the influence that various elements have on people' aggressive behavior. These components include social characteristics, individual cognition, individual development, settings, and other things. According to Han et al.'s study from 2020, this model offers scholars a useful theoretical framework that can be used to further investigate the causes of media violence and aggressiveness. This research studied the link and mechanism between media violence exposure and aggressiveness for the rage that may occur from watching violent TV episodes and movies (Han et al., 2020). This study contributed to the verification of the GAM about the long-term

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19 impact of media violence exposure on aggression. Additionally, this study helped verify the GAM regarding the long-term effect of media violence exposure on aggression. When compared to the violence that they see on the television screen and in the movies that they are watching today, many people have different reactions to real-life violence than the violence that they see on the television screen and in the movies that they are watching today. The findings of this study revealed the need for additional research on displaced aggression, which is of great value and significance to help explain these reactions. The most significant trend that has emerged over the course of the last several decades is the growing prevalence of the usage of computers, which also shows no signs of slowing down. According to Peterson and Densley (2017), in order to properly address the issue of cyber violence, we need to take stock of what we already know and choose our next steps. This research paper focuses mostly on examining the previously published studies and data that are currently available on cyber violence. The rate of cybercrime continues to climb, and many people may engage in violent behavior online without ever having to leave the safety and convenience of their own homes. As a result, this has given birth to a new means to do damage without ever physically coming into contact with the person you are trying to injure. When we weigh the benefits and drawbacks of this study, we find that one of the drawbacks is the fact that it was only carried out in one area of the United States. This is only an illustration of a tiny proportion of the various study areas that one may utilize when searching for volunteers to engage in their research. It would be more accurate to look at participants from all around the United States rather than choosing a specific place and stating that this is an accurate depiction of the truth. This could be done by looking at the participants who came from all across the United States. It is likely that the results would be slightly different if the researchers did further studies in other locations of the nation and then compared the findings of those studies to the findings of the previous studies. This is because each region of the United

20 States has its own distinct qualities, which makes it impossible to generalize about the characteristics of any one place. If younger children are subjected to prolonged exposure to violent content in the media, they have a greater propensity to engage in aggressive behavior. According to study conducted in 2020 by Han et al., the influence of media violence on an individual's psychology and behavior may have a part in the development of individual animosity in both adults and children living in today's society. This is the conclusion drawn from the researchers' findings. Within the scope of our study, we looked at the long-term effects that are being exposed to violent content in the media may have on children and how we can assist them in reducing the amount of time they spend consuming violent content in the media. The General Aggression Model, abbreviated as GAM, was used in this investigation with the purpose of describing the effect that a variety of factors have on the aggressive behavior of individuals. A number of elements, including social features, human cognition and development, individual growth, circumstances, and other factors, make up these components. According to the research conducted by Han et al. in the year 2020, this model provides academics with a helpful theoretical framework that can be used to further analyze the factors that contribute to aggression and media violence. (Han et al., 2020) conducted research that investigated the connection between exposure to media violence and aggressive behavior, namely the rage that may be brought on by viewing violent television series and movies. This research made a contribution in verifying the GAM in reference to the long-term impact that exposure to media violence has on aggressive behavior. In addition, the results of this research contributed to the verification of the GAM about the long-term influence that exposure to media violence has on aggressive behavior. Many individuals have different responses to real-world violence when compared to the violence that they see on the television screen and in the movies that they are watching today. This is because many people believe that the violence that they see on the television screen and in the movies that they are watching

21 today is more extreme than the violence that they see in real life. The outcomes of this study highlighted the need for more research on misplaced aggression, which is of considerable value and relevance for the purpose of assisting in the explanation of these responses. The most notable shift that has occurred over the course of the last several decades is the ever-increasing ubiquity of the use of computers, which likewise shows no indications of slowing down as each year passes. This shift has become more apparent. According to Peterson and Densley (2017), in order to address the problem of cyber violence in an appropriate manner, we need to take an inventory of what we currently know and decide what our next steps will be. This study article devotes the majority of its attention to analyzing the data and studies that have been previously published on the topic of cyber violence and are now accessible. The number of individuals committing crimes online is on the rise, and many of them do it without ever having to leave the comfort and security of their own homes, despite the fact that the rate of cybercrime is increasing. As a direct consequence of this, a new method has emerged by which one might do harm to another individual without ever really coming into physical touch with that other. Although the paper did not contain any research that had been conducted, it did mention the need for further research that adopts a selection, facilitation, or enhancement framework for thinking about the casual or contingent role of social media in violent offenders who strive on creating fear and violence through the internet (Peterson & Densley, 2017). While the paper did not contain any research that had been conducted, it did mention the need for further research that adopts a selection, facilitation, or enhancement framework. Collective Gaps in Literature When looking at the literature that is being examined, there are always going to be gaps in the study, and this is especially true if the researcher brings some of the gaps and constraints that are already there to the attention of the reader. One of the problems that surfaced throughout the process of compiling a number of reports was the fact that the investigations were only carried out in a specific area of the United States.

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22 This was one of the inadequacies that revealed. It would be very beneficial to do a more in-depth study of the United States and to carry out some of these studies again, but this time on a regional basis. Even if looking at the effects of media violence on children in a single location might give useful information, it would be even more beneficial to conduct some of this research across several regions. This would offer a more realistic picture of the manner in which children and young people in various parts of the United States are influenced by violence in the media. This would be useful information to have. When a narrative concentrated only on the Black students who attended a college that was mostly black, I had the impression that it was lacking something else. A study like this one, which may have results that are biased against a certain racial or ethnic group, might lead to people becoming particularly judgmental of members of that particular group of people. To get around the results of a study such as this one, the method that has shown to be the most successful is to do further research at educational institutions that are mostly white, using a methodology that is similar to the one that was used in the first study. The researchers would then be able to study the studies, investigate the similarities and differences between the investigations that were carried out, and figure out what may possibly be obtained from each of the studies. Principles and Standards The various publications have all acted in a manner that is consistent with the reporting principles and standards throughout the whole of the study that they have carried out. People who conducted the investigation on their own were able to gain informed consent and have a talk about it with the various groups of people who took part in the study. This was possible since those people conducted the investigation on their own. The research that was carried out over the course of the study did not in any way cause any of the participants any kind of harm, and the parents of each child had the right to withdraw their kid from the study at any stage if they considered it was placing their child in any kind of risk because of the study. A few of the other researchers used articles that covered earlier research, and as a consequence, they were able to report on the findings that were gained from the many investigations

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23 that were carried out. This required the use of a wide range of distinct computer programs in addition to an investigation of the grading systems that are responsible for controlling the contemporary gaming and media industries. By comparing the criteria of the rating system that were in place in the past with those that are in place now, the researchers are able to see the need for implementing more rigorous limitations to protect our children and other members of the population who are susceptible. Research Question and Hypothesis of Proposed Research Study In my introduction, I went over my research question; nonetheless, my research question is stated in the following manner: The violent pictures that a person sees on television, in the movies, or even in violent video games might have an effect on the person's perception of what constitutes violent behavior. The portrayal of violence in movies, television, and video games is only becoming more explicit as time goes on. This representation of violence will likely continue to be prevalent in these mediums. As a direct consequence of this, the severity of the problem of violence in our society is only becoming worse. Schools, medical experts, and even parents need to educate their children about the dangers that come with spending too much time in front of a screen that shows extreme violent images. More needs to be done to teach our children about the dangers that these violent pictures pose, and more needs to be done to educate our children about the dangers that these photos represent. There has been a lot of research done on how these might cause long-term damage to individuals, such as making some people desensitized to violent pictures and possibly leading to some people carrying out the violent actions that they are witnessing, but there is still more work to be done in this area. One example of this is how some people might become desensitized to violent pictures. In this research, the independent variable will be

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24 the kind of media that is seen or played, and the dependent variable will be the opinions of others on the viewing habits of our children and young adults. The following is a description of the hypothesis that is being put forward: My hypothesis is that being subjected to an excessive quantity of violent media, such as movies, television shows, and video games, may cause a change in behavior as well as an increase in the propensity to be aggressive. If one keeps watching violent television shows, playing violent video games, or watching violent movies, there will be a link between the outcomes of my research and the findings of that study. It is vital to continue teaching children about the effects that seeing violent images may have on them, and it is also necessary to encourage them to spend more time outside and less time with their electronic devices turned on. Both of these things are necessary to do. This would include getting parents and guardians involved, and it would also result in the adults having more time to spend with their own families. Method Participants The total number of students who are presently enrolled in the psychology graduate program will serve as the criterion for determining the participation rate for this study, which means that the number of students who are selected to take part in this investigation will be proportional to that number. All of the participants in the study are currently enrolled in psychology programs at Southern New Hampshire University's online campus, and they all agreed to take part in the research. These students choose to take part in the study of their own free will. After the collection of demographic information, it is vital to study the numerous traits that may be accountable for violent thoughts. This comes after the gathering of demographic information. The respondent's marital or relationship status, as well as whether or not they are working full or part time, whether or not they have any children or siblings, and where they possibly fall in the birth order, will also be investigated in the course of the survey in addition to their use of video games. When thinking about demographics, it is crucial to take into consideration both the gender and the

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25 age of the individuals who took part in the survey. This is because both of these factors might have an impact on the results. When it is all said and done, this study will rely heavily on the results of a survey as its major source of information. Qualtrics is an online platform that has been given permission to be utilized by SNHU for the purpose of this project, and it is going to be used in order to create and manage this survey. Qualtrics will provide those persons who self-select the opportunity to participate in the survey in a way that is quite easy and will make this choice available to them. In order to obtain an accurate view of how each person is doing and how much stress they are under, you will need to ask them how they are doing before you begin the survey. This will allow you to get an accurate picture of how each person is doing and how much stress they are under. After that, you will need to bring up a few instances that they may see on television while you are doing the survey. This will allow you to determine whether or not their degree of tension or anxiety changes as the survey goes on. After the survey is finished, it will be necessary for each participant to provide an assessment of how they are now feeling. This will be something that has to be done as soon as the survey is finished being filled out. I will be doing research on the ideas and sentiments that individuals have in relation to violent material and violent content in particular. The information that is included in the survey is being gathered for the objective of gaining a more in-depth comprehension of the myriad of ways in which violent media affects all of us as a group, Components and Elements of a Whole. This study will rely heavily on the results of a survey as its major source of information. Qualtrics is an online platform that has been given permission to be utilized by SNHU for the purpose of this project, and it is going to be used in order to create and manage this survey. Those individuals that self- select into the survey will be given the chance to participate in it via the use of Qualtrics, which will make it very simple for them to do so. In order to obtain an accurate view of how each person is doing and how much stress they are under, you will need to ask them how they are doing before you begin the survey. This will allow you to get an accurate picture of how each person is doing and how much stress they are

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26 under. After that, you will need to bring up a few instances that they may see on television while you are doing the survey. This will allow you to determine whether or not their degree of tension or anxiety changes as the survey goes on. After the survey is finished, it will be necessary for each participant to provide an assessment of how they are now feeling. This will be something that has to be done as soon as the survey is finished being filled out. I will be doing research on the ideas and sentiments that individuals have in relation to violent material and violent content in particular. The information that is included in the survey is being gathered for the objective of gaining a more in-depth comprehension of the myriad of ways in which violent media affects all of us as a group. Procedures A one-of-a-kind link to the survey will be posted in the Psychology Student Lounge at SNHU as soon as the processing of the survey is complete in Qualtrics. This will provide currently enrolled graduate students access to the survey so that they may participate in it and offer their responses. The participant will be asked to indicate their responses to questions about topics like the amount of time they spend watching violent media or playing violent video games. Other topics that may be covered include the participant's sexual orientation. In addition to this, I will query about the levels of stress that were experienced before to and after the viewing of such disturbing information. Following that, we will do an analysis on the variables to see whether or not the hypothesis for this study may be readily accepted. Even though it would be tough to quantify the level of stress that people are experiencing, it would be intriguing to check how they were feeling before to the survey and how they feel after the survey to see whether any emotions were stirred up while they were completing the whole survey. This would allow one to see whether any emotions were stirred up while one was taking the survey. Ethical Considerations The conduct of the study that is planned to be done has received SNHU's permission, allowing it to go forward. The only restriction that applies to this study is that the data must be collected from

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27 participants who are also enrolled in the same class as the investigator. This is the only constraint that has been put on the study. At that time, informed consent will be made available, and the research study that is now being carried out will only allow participants who are prepared to provide their approval to the conditions of the informed consent in order to do so. It is important to make it clear that the individual who is doing the research as well as the instructor who is in charge of the class will not be aware of who did or did not take part in the study. This will offer questions regarding their personal viewing habits and their perspectives on how they see violent pictures, as well as whether or not they feel that such images might create long-lasting harm on an individual who is exposed to this material on a regular basis. In addition, this will inquire about their thoughts on the level of violence that occurs in real life as opposed to the level of violence that is represented in films, television programs, and video games. I will provide students with the number of the SNHU Counseling Center so that those kids who have heightened violent tendencies as a consequence of what they watch and play may talk to someone about how they are feeling. I will do this so that these students have the opportunity to talk to someone about how they are feeling. The kids will have access to this material when it is made accessible. All of the data that is gathered over the course of the study will be held in the strictest confidence, and participants are free to leave the study at any time or refuse to respond to any of the questions at any point. Data Analysis Plan When the survey is finished, the SSPS will be updated with the raw data that was collected online from it, and it will do so immediately. After being formatted, the data that were initially not in a table format will need to be shown in that manner. Everyone will have the chance to go over the data that is being supplied, which they can choose to do before looking at the various charts that help understand the data. This will be the case since everyone will have access to it. As a direct consequence of this, this will be feasible. In addition to ensuring that none of the data that is being obtained is incorrect and that the data is being collected and preserved in an acceptable way, the goal of the investigation will be to look for

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28 anything in the data that may be incorrect and to ensure that there is nothing wrong with any of the data that is being gathered. Descriptive Statistics The descriptive data will look at a wide variety of data, such as the means, ranges, and standard deviations for each of the variables that are being analyzed in this study. In order to make the information presented here more simply digestible, we will be displaying the results using tables. If it is judged that scatterplots and boxplots are necessary for the analysis of the data that is being received, then they will be used throughout the analysis. Analytic Procedures It is essential to bear in mind that variables are never investigated in a solitary setting (Rosnow & Rosenthal, 2013). Whenever we look at the variables of anything that we are seeking to study, this is something that we need to have in mind and keep in mind at all times. The relationship between violent and nonviolent media and games will be investigated, and a comparison will be made between how playing these games could modify how a person feels before playing these games and how they feel after playing these games. This will help determine whether or not playing these games has any effect on how people feel. The Pearson's product-moment correlation (r), which is a good way to use when attempting to discover the connection between any two sets of ratio data, will be used to evaluate these relationships. This is because the Pearson's product-moment correlation (r) is a suitable approach to employ. If the value of p is less than 0.05, then the findings are regarded as statistically significant. In addition to that, a statistical technique known as analysis of variance, or ANOVA for short, will be used over the course of the research project. As part of the investigation, we will be evaluating the central tendencies of more than two distinct sets of data using this test. In addition, a t-test will be used to the study's data in order to establish whether or not the numbers that are being supplied include any information that is pertinent to the research that is being presented. This will be done in order to assess the appropriateness of the

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29 information that is being offered. Every single one of the variables will be analyzed using descriptive statistics such as the mean and the standard deviation. It is going to be decided using scatterplots and boxplots how the data looks and whether or not there are any outliers in the data. Also, it is going to be determined whether or not there are any outliers in the data. In the case that there are any outliers, the study will address them according to the severity of the problem as well as the probable number of outliers that may be present. This will be done in order to ensure that the results are accurate. When I examine the link between how people feel before and after watching violent content on screen, I will also take into account applying a few other forms of graphing and research procedures. Specifically, I will look at how individuals feel before and after watching graphic content. Principles and Standards The most current edition of the APA Code of Ethics will be followed to the letter at all times so that we can be certain that each and every one of the guiding ethical principles will be honored during the duration of the study. When the statistical results are published, the data will be presented in the right manner after being thoroughly recorded. During the course of this research, any and all sources that are used in any way shall also be mentioned in the right manner. However, all of this information will be kept secret, and no one will be able to know whether or not they participated in the study. The information that is supplied may include personally identifying information about the participants; however, this information will not be revealed to anybody. The researcher will be the only one who can access any of the raw data after the completion of the PSY-520 course, and when the course is completed, the data will be thrown away. My job as the researcher necessitates that I comply to Standard 8: Research and Publication while conducting an inquiry into certain ethical characteristics stated in the APA Ethics Code. These qualities are described in the APA Ethics Code. In this particular setting, "providing accurate information about the research" and "making sure that those who are participating know that they can stop the survey at any time" are both examples of what is meant by the phrase "ensuring that" in the preceding sentence. Both of these responsibilities

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30 include "ensuring that" the respondents are aware of their ability to terminate participation in the survey at any time. Each and every statistical test that is going to be administered needs to be appropriate in order to produce an accurate picture of the data. This is necessary in order to ensure that the data are accurately represented. It is expected that all of the data will be reported accurately via the use of statistical techniques, that none of the data will be fabricated, and that credit will be given where credit is due. Results If the study is effective, the research hypothesis will be accepted. This will indicate that there will be a significant negative correlation between what other people believe about violence in the media and the feelings that other people experience while seeing videos depicting such content. This will be the expectation that is put on the research that is being done. It is a good idea to perform a correlation when comparing how other people feel and think about programs that don't have any violence in them. One should anticipate to discover some positive effects as a result of doing so, and one should also expect to find a connection. Participants in the study will be advanced students in the field of psychology, and the focus of the inquiry will be on how these students think they could respond before, during, and after being exposed to violent media like television shows and movies. The matter of violent video games will also be discussed over the course of the examination. It will be intriguing to examine how the graduate students see the consequences that violent media, such as movies and video games, have not only on their own health but also on the health of others. Because this study focuses exclusively on the perspective of graduate students rather than that of a more representative sample of the general population, it is subject to a number of restrictions that make its findings less reliable than they would otherwise be. This study will help to prove what some previous studies on the topic of violence in the media and games has been stating all along, and it will do so by providing evidence to support those claims. It's possible that watching violent movies or shows on television will have a harmful impact on children and teenagers' mental health ...and games that we play will lash out at us, and their personality will be impacted to the point that what they feel in reality or even as right will be twisted for a short period of

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31 time .... and games that we play will lash out at us .... and games that we play will lash out at us. One study did look at the aggressive conduct of black college students, despite the fact that the rest of the research was on youngsters and their exposure to violent media. In the course of the study, racial identity will in no way be used as a discriminating marker, and each individual who agrees to take part in the experiment will be handled equally and in line with the criteria that have been established for ethical conduct. The outcomes of the survey, which was given to college students of all races, will show that people are bothered by violent media and games. The researchers hope to decide, based on these findings, what kinds of further research should be taken into account for future studies.

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32 References Mrug, S., Madan, A., Cook, E. W., & Wright, R. A. (2015). Emotional and physiological desensitization to real-life and movie violence. Journal of youth and adolescence, 44, 1092-1108. Peterson, J., & Densley, J. (2017). Cyber violence: What do we know and where do we go fromhere? Aggression and Violent Behavior, 34, 193-200.https://doi.org/10.1016/j.avb.2017.01.012 Rosnow, R. L., & Rosenthal, R. (1996). Beginning behavioral research: A conceptual primer. Walsh, D. A., & Gentile, D. A. (2001). A Validity Test of Movie, Television, and Video- GameRatings.PEDIATRICS,107(6), 1302-1308.https://doi.org/10.1542/peds.107.6.1302 Webb, T., & Martin, K. (2012). Evaluation of a US school-based media literacy violence prevention curriculum on changes in knowledge and critical thinking among adolescents. Journal of Children and Media, 6(4), 430-449. Williams, J. M., Phillips, T. M., Stockdale, L., Holmgren, H. G., Wong, D. W., & Peterson, D. J. (2017). An exploratory study of violent media consumption and aggression in Black college students. Journal of Black Studies, 48(8), 758-774.

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